Review: FlipGrid as a tool for reflective learning

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Recently I picked up a Commerce class as part of my load. Although my passion is in libraries, research and reading, I do like to keep my classroom skills up to date and it can never hurt to immerse yourself into a faculty as a classroom teacher. I think this supports the perception of teacher librarians within the school. More on that in another post.

One of the tools that I have recently discovered is FlipGrid. FlipGrid is a tool that allows you to teach a number of different skills that I believe are essential in developing critical thinking, analytical skills, reflective learning and engagement in the classroom.

All it took was a little bit of thinking about how I could incorporate it into my program, 5 minutes set up time and 2 minutes demonstrating to the class.

In the lead up to this, I used Loom to create Flipped Classroom resources for my students. They did love that I created little videos just for them. So I asked them to do the same for me – and this seemed to provide enough motivation that I had no complaints at all.

In the spirit of academic risk taking, I asked each student to post a FlipGrid answering a question about the validity of juries in the Australian legal system. Each FlipGrid is a 90 second video where they record their responses. I make sure that they had to prepare some justification for their response to include in their FlipGrid.

I was expecting my students to become embarrassed at having their video available for their classmates to watch, but this didn’t seem to be the case at all. Perhaps this was all down to the safe environment that I hoped I have created, in which all questions and discussions are good questions and discussion – nothing is silly.

On the whole my students loved the process and we now use it regularly in our lessons to synthesise knowledge and understanding, reflect on learning, and engage with the content. I really liked using it as a formative assessment tool to better understand how the girls understood the content as well as their ability to use higher order thinking to assess and critically evaluate some of the arguments that I had presented them relating to juries.

The students were able to watch each other’s responses and build on arguments. I think perhaps they also enjoyed the fun side of taking selfies and using the emojis as part of their response.

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